Greta Mundt MLA I Application Fall 2021
Table of Contents UrbanDesign: DISCopengahen BasagrundenPlads, Copenhagen MoodSwingatTorvehallerne
Drawing: SmithCollege SlowBurnandFlashpoint Pygmalion AssortedDrawings
SketchingandWatercolors AssortedSketchesandWatercolors
4-5 6-7
8-9 10-11 12-13
14-15
Assortedwork: SmithCollege
ExerptfromResearchforSmithCollege’sLandscapeMaster Plan 16 SpaceandPathPatterns 17
LandscapeDesign: SmithCollege River, Rail, andTrail LandscapeandMemory ALinearCommute MidwayPlaza
18-19 20 21 22-23
BasagrundenPlads, Copenhagen UrbanDesignFoundationsStudio May2020
Amarketwithplayspace, vendorspace, andacommunitco-creationprocess.
MoodSwingat Torvehallerne UrbanDesignFoundationsStudio February2020
AswingdesignatTorvehallerneMarketinCopenhagendesignedtobringfluidity,movement, andplayintothespace.
SlowBurn DrawingI December2019
�DickinsonHouse, blackedoutbythefirethatsweptthedormitoryonthenightof December14thstill stands, itssturdy,timewornbrickwaits, puttingupabravefrontthatbeliesthecharredandfireeaten interior. Withroof completelygone, ittossesjaggedpinnaclestotheskyasafinal guestureof defiance againstthehotbreathof flamesthatendeditsvenerablecareerasthecollegehomeof hundredsof Smith girlsforfivedecades�--1944
Flashpoint DrawingI December2019
”Thoseof uswhodemandanswerstothesequestionsareleftfeelingbothempoweredandvulnerable.Empoweredinknowingthateveninthechallengeof askingthequestionweareachievingsomesuccess, we aregoingbeyondwheretheywouldliketokeepus. Butveryvulnerablealso.EverytimeI talktoareporter andhearthequestion“MayI useyourname?”I wonderwhatitmeansthattheymustask, whatrisksI am taking.I knowI donotknowthemall. EverytimeI answer“Yes”,spellingmynameout-anote,”-1984
Pygmalion DrawingI October2019
Atemporarysite-basedpublicartinstallationandstory-tellingprojectusingthemediaof chalkandphotography.
AssortedDrawings DrawingI Fall 2019
SketchingandWatercolor Personal work January2020-December2020
Exerpt fromResearchforSmithCollege’sLandscapeMasterPlan Professional Work July2019
TheLandscapeMasterPlan(LMP) committeeandMathewsNielsenLandscapeArchitects(MNLA)havebothidentifiededucationasa coregoal of theLMP.CurrentlyatSmithco-curricular, curricular, andscholarlyactivitiesall contributetoeducational useof thelandscape, however, themajorityof students’ interactionswiththelandscapearethroughtheireverydaylivedexperiences--walkingtoclass, loungingonthelawns, enjoyingtheshadeof marveloustrees, andgazingatParadisePond.Theselivedinteractionswiththelandscape arenotfacilitated,nordotheycarryeducational intention.Asaresult, informal experiential educationinthelandscapeatSmithCollege isunstructuredandunguided.Theresultisthatitrisksgoingunnoticed,beingforgettable, andpossiblyfosteringcognitivedissonancebetweenthelivedexperienceof Smithstudentsandwhattheylearnintheclassroom.Withintention,theseinteractionscouldbestructured, curated,andguidedinwaysthatenhancebothappreciationandlearningwithinthelandscape. ThisprojectattemptstoexamineSmith’scurrentapproachestolandscapeeducationandconsiderhowlearninginthelandscapecanbe incorperatedintotheLMP.Belowaredraftsof potential learninggoalsforthecampuslandscape, witheachbuildingoninstitutional values asafoundation.Thesegoalscouldactivelyguidemanagement, planning,anddesignof thelandscapetoconsidereducational outcomes of landscapedecisions, andthosechoiceswill thenfilterdowntothelivedstudentexperience.Althoughthesegoalsarecenteredon understandingtheSmithlandscape, eachwill teachstudentstoseeandunderstandthelandscapesthattheyencounterindifferentareas of theirlives. Thesepossiblelearninggoalscanstarttheconversationoninformal experiential educationintheLandscapeMasterPlan. OvertheirfouryearslivingandlearningatSmith,thecampuslandscapeshouldhelpstudents: • Noticetheirlandscape.Studentsshouldseetheirecological, historical, andcultural landscapesasresourcestoappreciateand steward. • Understandlocal ecology.Natural processesshouldbepresent, visible, andlegibleinthelandscape. • Recognizeresponsibleenvironmental practicesandclimatechangemitigation.Climatechangesolutionsshouldbevisible, well explained,andreflectiveof institutional valuesandthesustainabilitycurriculum. • Seeboththeirownanddifferingperspectiveswithinthelandscape.Thelandscapeshouldreflectadiverserangeof values, cultures, andaesthetics. • Understandhowhistoryandcultureinfluenceplace.Studentsshouldseethe deepgeological history,local indigenousinfluences, colonial impacts, andcurrentimplicationsof theseinfluences throughoutthe Smithcampuslandscape.Studentsshouldseehow thecampuscurrentlyimpactsandisinfluencedbythesurroundingareasof Northampton,theConnecticutRiverValley,andNew England. • Understandthelandscapeasalearningresourceacrossdisciplines. Studentsshouldbeabletorelatetheirinterestsandfieldsof studytothelandscape.
SpaceandPathPatterns
GretaMundt andAstridStephenson MappingourWorld: IntroductiontoGIS December2019
ThisprojectusedWiFidatafromtheSmithCollegeITdepartmenttoappproximatelocationandpathsof students oncampus. Theworkwasdividedequally.Thisproject informedtheLandscapeMasterPlanningprocessatSmith.
River, Rail, andTrail
LandscapesandNarrativesStudio March2019
ApublicartinstallationfortheManhanRail Trail. Siteanalysis wascompletedincollaborationwithEmmaKrasky. I created thebaseforthedifferentsiteanalysismapsonpaperand EmmaKraskyrenderedtheimagesinPhotoshop.
IncollaborationwithEmmaKrasky
LandscapeandMemory LandscapesandNarrativesStudio February2019
Memoriesof aLinearCommute QGISandStudio September2020
MidwayPlaza, St Paul GretaMundt QGISandStudio December2020